During this visit, you should work with one or more groups of students if you haven't already, and observe your teacher doing the same. For this journal entry, describe your teacher's teaching style. What type of relationships with students does he or she nurture in his or her classes? How do students perceive that power is distributed in the classes? Does this vary within or across the different classes the teacher has? Cite examples from your observations to support your inferences. Remember to reflect on what style of teaching you will gravitate toward and the how you want to be perceived by your students.
This journal entry is about the high school cooperating teacher (CT) with whom I work. This teacher teaches two ninth grade physical science classes, one ninth grade collaborative physical science class, a ninth grade honors biology class, and a multi-level ecology elective class. Behind the scenes, CT has told me that she handles the classes differently because she feels she can be more lenient and relaxed with the honors biology and ecology elective classes. This is because she feels that the biology students are more independent and self guided, and that because she can design her own curriculum for ecology, she feels less stressed about deadlines and standards. I agree that CT interacts differently with her classes. However, there is only a slight difference in her demeanor. Although she is more lighthearted and fun around the non-physical science classes, her foundational behavior remains the same. For example, she still holds students to high standards and reminds every class that she is available every morning for extra help. She encourages students to see her outside of class, and urges them to become more responsible for their learning. CT's overall demeanor is personable though somewhat sarcastic at times. She asks students about their time outside of school. For example, at the beginning of class today she asked about pep rally, the football game, and homecoming which took place on Friday and Saturday night. Additionally, she comments on students outfits or accessories. She also talks to students about her own children and her time outside of school. Usually these conversations happen at the beginning and very end of class. She can be sarcastic when students complain or whine and they usually laugh about this. The sarcastic comments are usually about directions or when students whine about homework, so these take place during class. Students know when they can joke with CT and when they need to be more focused on working. CT changes the tone in her voice depending on the subject of conversations and this seems to act as a verbal cue to how students should respond. She often sits on a desk when speaking informally with students and stands at the front of the class when speaking formally with students. This non-verbal cue allows students to respond appropriately. Overall, students seem to really enjoy being around this CT.
As for how power is distributed in the classroom, students seem to recognize that CT is in charge and enforces rules, but there is a collaborative learning atmosphere. Students are respectful and often participate in whole class and small group discussions/work, and I see that students are not afraid to speak out. CT also calls on the students that do not raise their hands so that everyone participates. CT responds to answers with "growth mind set" terminology and attitudes, so students feel encouraged to try hard in her class. She also offers revisions, make-ups, and out of class "office hours." These opportunities show students that success is correlated with hard work and she reminds them of this often. In summary, although students feel comfortable around CT and joke with her, they know that she is in charge.
In general, I agree with CT's teaching style. I like that she can be informal and friendly with students but they still recognize that she is an authoritative figure in the classroom. When I have my own classroom, I want to act humbly yet authoritatively. Although these seem like conflicting attributes, CT has shown me that it is possible to do this. I want my students to see me as someone who supports their learning and has faith in their abilities. I want my students to feel challenged by me and I want them to question the information I present and play devil's advocate. I want my students to feel inspired to achieve when they are around me. Although it might take me a few years to accomplish this, doing so is a crucial career goal of mine.
This journal entry is about the high school cooperating teacher (CT) with whom I work. This teacher teaches two ninth grade physical science classes, one ninth grade collaborative physical science class, a ninth grade honors biology class, and a multi-level ecology elective class. Behind the scenes, CT has told me that she handles the classes differently because she feels she can be more lenient and relaxed with the honors biology and ecology elective classes. This is because she feels that the biology students are more independent and self guided, and that because she can design her own curriculum for ecology, she feels less stressed about deadlines and standards. I agree that CT interacts differently with her classes. However, there is only a slight difference in her demeanor. Although she is more lighthearted and fun around the non-physical science classes, her foundational behavior remains the same. For example, she still holds students to high standards and reminds every class that she is available every morning for extra help. She encourages students to see her outside of class, and urges them to become more responsible for their learning. CT's overall demeanor is personable though somewhat sarcastic at times. She asks students about their time outside of school. For example, at the beginning of class today she asked about pep rally, the football game, and homecoming which took place on Friday and Saturday night. Additionally, she comments on students outfits or accessories. She also talks to students about her own children and her time outside of school. Usually these conversations happen at the beginning and very end of class. She can be sarcastic when students complain or whine and they usually laugh about this. The sarcastic comments are usually about directions or when students whine about homework, so these take place during class. Students know when they can joke with CT and when they need to be more focused on working. CT changes the tone in her voice depending on the subject of conversations and this seems to act as a verbal cue to how students should respond. She often sits on a desk when speaking informally with students and stands at the front of the class when speaking formally with students. This non-verbal cue allows students to respond appropriately. Overall, students seem to really enjoy being around this CT.
As for how power is distributed in the classroom, students seem to recognize that CT is in charge and enforces rules, but there is a collaborative learning atmosphere. Students are respectful and often participate in whole class and small group discussions/work, and I see that students are not afraid to speak out. CT also calls on the students that do not raise their hands so that everyone participates. CT responds to answers with "growth mind set" terminology and attitudes, so students feel encouraged to try hard in her class. She also offers revisions, make-ups, and out of class "office hours." These opportunities show students that success is correlated with hard work and she reminds them of this often. In summary, although students feel comfortable around CT and joke with her, they know that she is in charge.
In general, I agree with CT's teaching style. I like that she can be informal and friendly with students but they still recognize that she is an authoritative figure in the classroom. When I have my own classroom, I want to act humbly yet authoritatively. Although these seem like conflicting attributes, CT has shown me that it is possible to do this. I want my students to see me as someone who supports their learning and has faith in their abilities. I want my students to feel challenged by me and I want them to question the information I present and play devil's advocate. I want my students to feel inspired to achieve when they are around me. Although it might take me a few years to accomplish this, doing so is a crucial career goal of mine.